Phát triển kiến thức sư phạm nội dung toán học trong đào tạo giáo viên Toán: Phân tích chương trình đào tạo qua trường hợp dạy học khái niệm đạo hàm và định hướng triển khai
Tóm tắt
In international research, Mathematical Pedagogical Content Knowledge (MPCK) is considered a core component determining the quality of mathematics teaching. This study analyzes the integration of MPCK into mathematics teacher education programs at several Vietnamese pedagogical universities through the case of teaching the concept of derivatives, thereby proposing orientations for standardizing MPCK development. Using theoretical research methods, program analysis, and comparison of mathematics teacher education curricula from six Vietnamese pedagogical universities based on a 10-criterion MPCK framework, the findings indicate that MPCK has been incorporated into foundational mathematics courses, teaching methodology courses, technology integration, and teaching practicum activities. However, the connection between academic knowledge and classroom practice, as well as systematic practicum activities such as micro-teaching and lesson study, remains inconsistent across institutions. Therefore, it is necessary to strengthen guided professional practice and integrate technology to enhance MPCK and improve teaching readiness among pre-service mathematics teachers.
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